Joanna Zawodniak

Joanna Zawodniak
University of Zielona Góra | UZ · Institute of Modern Languages

Assoc. Prof.

About

36
Publications
16,816
Reads
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388
Citations
Citations since 2016
33 Research Items
383 Citations
2016201720182019202020212022050100150200
2016201720182019202020212022050100150200
2016201720182019202020212022050100150200
2016201720182019202020212022050100150200
Additional affiliations
October 2013 - March 2016
University of Zielona Góra
Position
  • Head of Department

Publications

Publications (36)
Chapter
The fifth paper, titled A study of language learners’ time perspective and their L2 motivation: A retrospective approach, is a result of Mariusz Kruk and Joanna Zawodniak’s international cooperation with an Iranian colleague, Masoud Mahmoodzadeh. The authors examine whether the way learners perceive temporal characteristics of events has a bearing...
Article
Grit is among the individual difference (ID) variables that have recently come to the attention of researchers investigating second language acquisition. While some empirical evidence has been accumulated, it is clearly scant and limited, also because of the fact that many studies have looked into domain-general grit rather than this attribute as r...
Article
Full-text available
Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is bore...
Article
Full-text available
The foreign and second language (L2) learning process is shaped by a constellation of individual difference (ID) factors, some of which (e.g., age, anxiety, motivation, aptitude, learning styles, language learning strategies) have long been investigated by specialists, whereas others have only recently attracted their attention. One of such underex...
Chapter
The paper reports on the findings of a classroom-based study whose main purpose was to investigate changes in the levels of foreign language anxiety among individual language learners over the course of several weeks. The participants were seven senior high school learners. More precisely, there were four learners who tested high and three who test...
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Full-text available
Boredom is one of the most pervasive and unpleasant emotions in school settings, yet it still remains a neglected and underappreciated research area (Daschmann, Goetz, and Stupnisky, 2011. “Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales.” British Journal of Educational Psychology 81: 421–...
Article
Full-text available
Second language acquisition (SLA) researchers have long been engaged in investigating the effect of a range of learner individual differences (IDs, e.g., motivation, anxiety and aptitude) on L2 learning and achievement. At the same time, there are no more than a few studies focusing of on learner personality and its place in SLA and the relationshi...
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Full-text available
Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only...
Article
Despite a growing focus on positive psychology in recent years, negative emotions have not ceased to play a crucial role in learning additional languages in the classroom. This paper reports a study that investigated one such negative emotion – boredom – as experienced by 115 advanced learners of English. They were asked to write a descriptive para...
Article
Full-text available
This study investigates whether there is a significant difference in experiencing boredom between the L2 and L3 classroom. It begins with a comparison between L2 and L3 acquisition, after which the phenomenon of boredom is highlighted, including its definition, typology, causes, and related research. This is followed by a description of the study i...
Chapter
The present chapter is devoted to the presentation and discussion of the results of the study undertaken for the purpose of the present volume. Specifically, it focuses on the outcomes of the in-depth analysis of the patterns of boredom as well as the influences shaping these patterns in the four integrated skills classes taught to two groups of Po...
Chapter
The previous two chapters have provided an overview of crucial issues related to the experience of boredom in educational contexts, thus offering a backdrop to the study reported on in the remainder of this book. To be more specific, Chapter One focused on the efforts to define boredom, the theoretical perspectives that have striven to shed light o...
Chapter
This chapter aims to delve into the essence of boredom and specify its place in the process of second and foreign language learning. The concept of boredom has only recently attracted the attention of second language acquisition (SLA) researchers, which explains why it is still an insufficiently researched and thus poorly understood emotion in this...
Chapter
The present monograph has been dedicated to the experience of boredom, an academic emotion that is pervasive in educational contexts, including such that involve the learning and teaching of additional languages, but at the same time it has been sidelined by both SLA researchers and foreign language teachers. This is because, on the one hand, there...
Chapter
The present chapter aims to provide an overview of empirical investigations into the much neglected phenomenon of boredom, first, with respect to educational psychology, and, second, in relation to L2 learning.
Article
This paper explores the underappreciated phenomenon of boredom and its causes in relation to practical English classes attended by university students majoring in English as a foreign language. It begins with a brief description of boredom where the focus is on its components, intensity and factors contributing to the experience of this negative em...
Book
Full-text available
The book focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classro...
Article
Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. T...
Article
Although boredom is among the most commonly experienced emotions in the foreign and second (L2) language classroom, it has so far been given little empirical attention compared to other learner variables, such as anxiety, joy or interest. This paper provides an overview of previous research examining various aspects of boredom in L2 learning and re...
Article
Full-text available
Although boredom is among the most frequently experienced emotions in the L2 classroom, so far it has not received due attention on the part of researchers and teachers (Chapman, 2013; Malkovsky, Merrifield, Goldberg, & Danckert, 2012; Merrifield & Danckert, 2014). Consequently, the present paper seeks to investigate the reasons for student boredom...
Article
Full-text available
Examining boredom in practical English classes as viewed from the macro and micro perspectives Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that...
Article
Full-text available
Boredom is one of the few individual learner variables whose negative influence on foreign language learning has not yet been fully realized and examined, although this negative emotion is reported to pervade school settings. This is why this paper focuses on the place of boredom in the foreign language classroom. It consists of two parts, theoreti...
Article
Full-text available
This paper focuses on examining the differences between boredom as experienced in learning the L2 and the L3. Its first part provides a theoretical background including the definition, causes of boredom and an overview of research findings, whereas the second part approaches boredom from an empirical perspective and as such it is devoted to the dis...
Article
Full-text available
The first, theoretical, part of the present paper is devoted to the characteristics of the affective variables of motivation, language anxiety and boredom as situated within the framework of complex dynamic systems. The second part discusses results obtained from a six-month research project intended to examine the effect of Second Life on four Eng...
Article
Full-text available
FREE online copies: https://www.tandfonline.com/eprint/N5wAGySCFzJVr7yjiwDM/full?target=10.1080/17501229.2017.1420654 L2 classroom is a place and process that undergoes an array of incessant and concurrent changes affecting its main agents, i.e. the teacher and students in a non-linear and unpredictable manner. Various aspects of their cognitive an...
Chapter
Full-text available
The aim of this study is to examine the relationship between metaphor and a group of English students’ awareness of and engagement with various ELT methodology issues (feedback, induction, error, etc.). The study, conducted among 27 EFL students of English philology, was based on the triangular approach intended to yield both quantitative and quali...
Chapter
Full-text available
Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177–191). Zielona Góra: Uniwersytet Zielonogórski.
Article
Full-text available
The present paper aims to examine the patterns of motivational variability in a group of 11 EFL senior high school students. It consists of two, theoretical and empirical, parts, the first of which will concentrate on motivation as seen through the lens of D. Larsen-Freeman’s Complex Dynamic Systems Theory and on an overview of research into motiva...
Article
Full-text available
Boredom in practical English language classes Although boredom is among the most common academic emotions experienced by students at all possible levels of education, so far it has not received due attention from SLA theorists and researchers. Accordingly , the present paper aims to discuss the concept of boredom from the L2 classroom perspective w...
Article
Full-text available
In the first, theoretical part of the present paper the authors will concentrate on the concept of willingness to communicate (WTC) with regard to the cognitive, affective and cultural factors likely to foster its development. Also, the overview of WTC-focused research will be presented. As for the second, empirical part, it is intended to discuss...
Article
Full-text available
Boredom is one of the few learner factors that have not yet received due attention in foreign language pedagogy, although for decades it has been widely discussed from a psychological perspective. The main reason for underestimating boredom in language learning environments is that teachers usually associate it with laziness , anxiety or depression...
Article
Full-text available
The present paper aims to examine the patterns of motivational variability in a group of 11 EFL senior high school students. It consists of two, theoretical and empirical, parts, the first of which will concentrate on motivation as seen through the lens of D. Larsen-Freeman’s Complex Dynamic Systems Theory and on an overview of research into motiva...
Article
Full-text available
Informal talks about writing as a constructive way to develop young L2 learner print awareness ABSTRACT. The article examines the possibilities of fostering young L2 learner print awareness via teaching for conversing about and reflecting on writing. In order to achieve this goal the present author conducted the qualitative research on a group of 2...

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